Integrated Basic Education Department (Ibed): Its Status, Implementation and Teacher’s Challenges in Private Schools

The study examined the status and extent of Integrated Basic Education Department (IBED) implementation and the challenges experienced by teachers at a private school. Using a descriptive-correlational design, the study involved 42 purposively selected teachers: 17 from elementary and 25 from junior high school. Data were collected through an expert-reviewed, adapted questionnaire and analyzed using means, standard deviations, and Spearman’s rank-order correlation. Findings indicated that IBED status was highly evident and implementation occurred to a very great extent across curriculum, instruction, and assessment. Teachers rated curriculum and instruction, instructional resources, and instructional workload as challenging. The relationship between implementation and teachers’ challenges was weak and not statistically significant (ρ = .199, p = .206), so the null hypothesis was not rejected. The findings supported a proposed policy intervention emphasizing collaborative curriculum planning, workload review, instructional resource inventory, and continued monitoring. The study provides evidence to guide school-level support and improvement.